ABSTRACT
Mathematicians explore, decide, write and tell others what they have found. Pamela’s way of thinking about teaching mathematics is strongly advocated in the literature. To learn mathematics involves more than replicating procedures and solving isolated problems without errors. Consequently, the teacher’s ability to develop and implement a strategy for dialogic teaching that can enhance the pupils’ mathematical literacy is essential. The literature on successful teacher strategies for facilitating dialogic interactions in the early school years has been especially scant. Working like a mathematician, that is, making thinking visible and sharing knowledge, implies the need for collaboration. However, the results of research on the outcome of pupils’ collaborative work are contradictory. Numerous studies have pointed to valuable teacher strategies in dialogic teaching. The central operations are going through the working plan step by step, modelling what to say and how to act, and using the working sheets and the whiteboard as tools.
